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Sean Nash

Aligning Philosophy and Practice - nashworld - 33 views

    One of my foundational rules of classroom engagement is simply this: never be the first one to open your mouth and start talking about any topic. Twenty years in the classroom taught me that one. Never assume. Never take prior knowledge for granted. Listen first, then act. Never presume to know what the students in front of you are capable of. They'll show you if you are bold enough to listen.

Reading Between The Lives on Vimeo - 33 views

    Video about reading strategies in college. By Student Voices at Chabot CC in Cal.

Don't Crush Reading Motivation - Education Week - 45 views

    Teachers should embrace the idea of students choosing their own books, even if they are too hard, Barbara C. Wheatley says.
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 56 views

  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
      • Try questions like:

        • How’s it going? (Thanks, Carl Anderson)
        • Why did you choose this book?
        • Do you know anyone else who has read this book? What’d she think?
        • How’d you find the time to read this week?
        • What’s standing in the way of your reading time?
      • Try questions like:

        • What character reminds you of yourself or someone you know?
        • What part of the story is the most similar/different to your life?
        • Why do you think the author makes that happen in the book?
        • What does he want us to learn about life?
        • How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
      • Try questions like:

        • Tell me about _____ that we learned in class today. How does that relate to your book/character?
        • Remember when we learned _____, tell me how/where you see that in your book.
        • Think about when we practiced ___, where does the author do that in your book?
        • You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
      • Try questions like:

        • On a scale of 1 to 10 how complex is this book for you? Why?
        • What do you do when the reading gets difficult?
        • Of all the books you’ve read this year, which was the most challenging? Why?
        • How’s it going finding vocabulary for your personal dictionary?
        • Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
      • Try questions like:

        • How has your confidence grown as you’ve read this year?
        • What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader?
        • How will the habits you’ve created in class help you in the reading you’ll have to do in college?
        • Why do you think you’ve grown so much as a reader the past few weeks?
        • What’s different for you now in the way you learn than how you learned before?
        • Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Deborah Baillesderr

Commonlit - 61 views

    "COMMONLIT is a collection of poems, short stories, news articles, historical documents, and literature for classrooms."
Sandy Avoa-Belinga

Don't Crush Reading Motivation - 12 views

    Reading is interesting.
Deborah Baillesderr

Commonlit - 58 views

    "COMMONLIT is a collection of poems, short stories, news articles, historical documents, and literature for classrooms."
Deborah Baillesderr

Online Reading Activities | Read Theory - 55 views

    "The quickest, most intelligent way to improve K-12 reading comprehension.
    Read Theory adapts to student ability to provide the perfect reading passages and questions.
    Our program is completely free for an unlimited number of teacher and student users."
victoria waddle

I've Got Research. Yes, I Do. I've Got Research. How About You? | Donalyn Miller - 53 views

    I'm frequently asked to substantiate with research my opinions about independent reading. I don't mind. The research is ubiquitous and it doesn't take me much time to find it. While I am happy to provide websites, journal articles, and book recommendations for colleagues seeking more information about reading research, I often wonder why people ask for it. Does anyone go to the basketball coach and ask her to provide research to support why players are running plays and practicing shots? Does anyone go to the band director and ask him why musicians are playing their instruments during band class?
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